Exploring EFL Teachers’ Perception on Metalinguistic Knowledge, English Teaching Practices, Language Skills, and Critical Cognitive Abilities in EFL Classrooms
DOI:
https://doi.org/10.36312/mc08dw90Keywords:
Metalinguistic knowledge, EFL teachers, English teaching practices, Language skills development, Critical cognitive abilitiesAbstract
Metalinguistic knowledge, English teaching practices, language skills development, and critical cognitive abilities represent important dimensions of effective English as a Foreign Language (EFL) education. However, limited studies have explored how teachers perceive the interconnected relationship among these dimensions, particularly within multilingual Southeast Asian contexts. This study aimed to investigate Indonesian and Filipino middle-school EFL teachers’ perceptions regarding metalinguistic knowledge, instructional practices, language skill development, and critical cognitive abilities, as well as contextual factors influencing their pedagogical decisions. A qualitative research design was employed involving 47 EFL teachers from middle schools in Indonesia and the Philippines. Data were collected through semi-structured interviews and classroom observations and analyzed through thematic analysis involving data familiarization, coding, theme generation, review, and interpretation. The findings revealed that teachers perceived metalinguistic knowledge as essential for developing learners’ language awareness and independent language use. Teachers also emphasized the importance of learner-centered instruction, integrated language skills, and English learning as a medium for developing critical thinking. Nevertheless, classroom implementation was influenced by contextual factors, including language exposure, curriculum demands, classroom conditions, resources, and professional development opportunities. The study highlights the importance of integrated EFL frameworks that connect linguistic awareness, communication, and cognitive development.
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